ERIC Number: EJ1114249
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP
Mereoiu, Mariana; Abercrombie, Sarah; Murray, Mary M.
Exceptionality Education International, v26 n1 p36-52 2016
The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child's potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents' ratings of the value of the IEP decreasing at the end of the training and teachers' ratings increasing. Moreover, special educators' significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.
Descriptors: Intervention, Partnerships in Education, Individualized Education Programs, Special Education Teachers, Attitude Change, Pretests Posttests, Data Analysis, Parent Education, Faculty Development, Capacity Building, Parent Attitudes, Teacher Attitudes, Parent Teacher Cooperation, Interpersonal Competence, Surveys
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: firstname.lastname@example.org; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A